The purpose of this research is to examine the
predictive effects of academic intrinsic motivation and self-efficacy factors
within the personal factors on the academic achievement of secondary school
students. A total of 254 students, 53.9% female and 46.1% male, participated in
the research. The sample of the research was formed by two randomly chosen high
schools, one of Anatolian High School and one of Vocational High School,
including 9th, 10th, 11th and 12th grades of two classes, in Izmir province. The
research was carried out in the correlational research within the context of
the descriptive research methods. Personal information form, academic intrinsic
motivation scale and general self-efficacy scale were used as data collection
tools. The Pearson Product-Moment Correlation coefficient was used to determine
the relationship between the academic achievement and the sub-factors of the
academic intrinsic motivation and the general self-efficacy. Multiple linear
regression analysis was conveyed to determine to what extent the sub-factors of
the academic intrinsic motivation and the general self-efficacy explained the
variance of the students' academic achievement. The results revealed that the
personal factors that predict the academic achievement of the students are in
the order of initiation, fear of failure, social acceptance, insistence-effort
and need for achievement. It was also found that all sub-factors explained 56%
of the variance in academic achievement of secondary school students.

Brown, B. L. (2010). The impact of self-efficacy and motivation characteristics on the academic achievement of upward bound participants. (Doctoral Dissertation), The University of Southern Mississippi, Mississippi.